Till startsida
University of Gothenburg
To content Read more about how we use cookies on gu.se

Eye tracking in ESSENCE

Participants: Jakob Åsberg Johnels, Carmela Miniscalco & Christopher Gillberg.

Background: Eye tracking is an efficient and entirely safe method for measuring children's psychological and perceptual preferences and capabilities. Eye tracking in research has major practical and methodological advantages, as it allows the researcher to control exactly what each child gets to see, thereby ensuring that all children get to see the same things. Eye tracking is also favourable from a validity point of view as the technology eliminates all or most language comprehension requirements that, with alternative test methods, can pose difficulties for children with ASD or other ESSENCE-related problems. Studies carried out at the GNC have shown how children with ASD look at social information such as other people's faces.

Method: Ongoing and projected studies at the GNC primarily concern the connection between social perception and language development as well as the connection between visual "curiosity" and rigid behaviour in children and adolescents with and without ASD.


Johnels, A.J., Gillberg, C., Falck-Ytter,T., & Miniscalco, C. (2014). Face viewing patterns in young children with autism spectrum disorders: Speaking up for a role of language comprehension. Journal of Speech, Language, and Hearing Research, (Epub ahead of print).

Falck-Ytter, T., von Hofsten, C., Gillberg, C., & Fernell, E (2013). Visualization and analysis of eye movement data from children with typical and atypical development. Journal of Autism and Developmental Disorders, 43, 2249-2258.

Falck-Ytter, T., Fernell, E., Hedvall, Å.L., von Hofsten, C., & Gillberg, C. (2012). Gaze performance in children with autism spectrum disorder when observing communicative actions. Journal of Autism and Developmental Disorders, 42, 2236-2245.

Falck-Ytter, T., Fernell, E., Gillberg, C., & von Hofsten, C. (2010). Face scanning distinguishes social from communication impairments in autism. Developmental Science, 13, 864-875.


Page Manager: Anna Spyrou|Last update: 11/3/2014

The University of Gothenburg uses cookies to provide you with the best possible user experience. By continuing on this website, you approve of our use of cookies.  What are cookies?